Job Title

SEN Teacher

Date

February 2020

Department

Autism Resource

Reports to

Head of AR

Responsible for

Delivering a tailored programme of education to pupils within a dedicated resource

Purpose of the Role

Pastoral responsibility for one pupil.

Work with flexibility, empathy, sensitivity and commitment in a close team environment with adults and pupils in various areas of the school

Deliver a teacher-directed curriculum to pupils within Autism Resource

Plan and monitor an individualised curriculum for pupils within Autism Resource as agreed with the Head of Department

Departmental Information

The Autism Resource is a dedicated specialist function within the school and provides one to one support for pupils who cannot access mainstream lessons or who have limited but supported access.

The resource is staffed by a combination of specialist teachers and specialist learning mentors.

Main tasks and responsibilities

Teaching and Learning:

To plan and deliver an individualised curriculum as agreed with the Head of Department

Undertake initial, formative and summative assessment to record progress and achievement

Work with other professionals e.g. Speech and Language Therapists, Educational Psychologists, to assess, develop, implement and teach agreed support and education programmes for individual pupils

Use advanced specialist skills and knowledge and model specialist approaches in order to develop the skills and knowledge of the teaching and support staff, to ensure pupil access to teaching and learning

Work with other teachers, support, parents and key agencies to ensure effective and successful integration/inclusion

Make use of a detailed knowledge and understanding of each pupil’s SEN to ensure positive integration/inclusion and pupil progress.

Support pupils one-to-one in both junior and secondary mainstream environments (and at breaks and lunches as appropriate) and reinforce mainstream lessons back in the Resource, using agreed individualised autism-specific strategies

Take a leading part in team meetings and be involved in their outcome

Carry out specialist assessment and observation of pupils on caseload and continue autism specific strategies for resource pupils within the wider school environment and across the curriculum e.g. games, swimming, mainstream lessons, breaks and lunchtimes

Produce termly reports in line with school policy and formal feedback and produce reports for reviews and statutory assessment if required

Make a substantial contribution to Individual Education Plans, structured learning programmes, their implementation, monitoring and evaluation

Use advanced specialist skills and training to support pupils with identified special educational needs to access either all aspects of teaching and learning or specific curriculum areas

Use advanced specialist skills and knowledge to utilise autism-specific specialist strategies and approaches

Drive and evaluate specific outcomes of curriculum plans, activities, lessons, as appropriate for pupils on caseload, in order to input and/or plan for further lessons

Use advanced specialist skills and training to support the successful integration of pupils with autism through planned learning activities, modification and differentiation of the curriculum and environment.

Plan, evaluate and continue autism specific strategies for resource pupils within the wider school environment and across the curriculum e.g. games, swimming, mainstream lessons, breaks and lunchtimes

Pastoral Support:

Liaise with and provide feedback to pupils and their parents/carers in relation to progress and development

Promote independence and employ strategies to recognise and reward achievement of self-reliance

Take responsibility for the management of challenging pupil behaviour in line with agreed strategies and to contribute to the identification of those strategies

Provide advice to pupils relating to their health, hygiene, social and emotional development needs, as appropriate

Promote and support the effective transfer of pupils across transition phases

Contribute to risk assessments and ensure effective implementation.

Work in sympathy with the school’s Quaker ethos

Be aware of and comply with policies and procedures relating to safeguarding, equal opportunities, health and safety, security, confidentiality and data protection and other policies as appropriate, reporting all concerns to the appropriate person

Take part in team meetings and be involved in their outcome

Take pupil assemblies, extra-curricular clubs/societies and school duties as required and timetabled

Person Specification

Educational Attainment

Educated to degree level or equivalent

QTS

Relevant SEN postgraduate qualification (desirable)

Essential Experience

Work within a mainstream primary or secondary school.

Special educational needs, specifically autism/autism conditions.

Utilising autism-specific strategies.

Leading a curriculum area and delivering a highly differentiated curriculum.

Working within a multidisciplinary setting.

Use of productive and accurate use of initial, formative and summative assessment, including P levels/Early Years Model, or equivalent in order to monitor progress, set targets and plan subsequent lessons.

Desirable Experience

Knowledge and Skills

Knowledge of the National Curriculum/Early Years Model and its application to children with moderate and complex learning difficulties including autism.

Good IT skills and knowledge of how to use IT to support children's learning.

An understanding of the value of inclusive practice for the development of children with learning difficulties.

Ability to use, differentiate and evaluate distinctive teaching approaches to engage and support pupils including those with special educational needs in the delivery of good and outstanding teaching.

Develop effective professional relationships with colleagues and experience of leading, supporting and developing support staff.

Recognise the signs and symptoms of stress in self and others and to respond appropriately.

Manage behaviour effectively to ensure a good and safe learning environment.

Can take responsibility for improving teaching skills through self-reflection, responding to advice and feedback from colleagues and appropriate professional development.

Possess skills to be able to take a coaching and mentoring approach with pupils and colleagues.

Ackworth School is committed to safeguarding and promoting the welfare of children and young people. All staff and volunteers are therefore expected to behave in such a way that supports this commitment.